Acceso usuarios
Kathleen Peets, Odilia Yim, Ellen Bialystok
Numerous studies on reading comprehension with monolingual children have shown that oral language, such as vocabulary, is an important factor in predicting reading comprehension success. However, few studies have looked at the reading comprehension performance of bilinguals, and less is known about the contributors to its success, linguistic or otherwise. Based on previous research showing weaker oral language among bilingual children, the goals of the present study are to examine how bilinguals perform in reading comprehension, along with possible contributors such as oral language and home literacy practices, in comparison with their monolingual peers. Participants were 82 children in the third grade who completed standardized language measures assessing vocabulary, grammar, and reading comprehension and whose parents completed a home literacy questionnaire. Bilingual children’s reading comprehension was comparable to monolinguals despite having lower language, and bilingual parents reported reading rate was higher than that of the monolinguals. Moreover, the contributors to this success in reading comprehension were different for the bilingual group, with oral language and home literacy playing a role. Overall, this suggests bilinguals are unique from monolinguals in the manner in which they make use of the resources available to them, linguistic and otherwise, to achieve reading comprehension success.
